Beyond the training of seamen and firemen, which is the principal general purpose of the stations above mentioned, is the matter of training mechanics, radio operators and many other specialists who must be skilled craftsmen as well as good sailors. There are schools for cooks, also, for well-prepared food is regarded as important enough to justify training in cookery. These men, whatever their origin or previous experience, must be further trained by and for the navy, first in discipline and second in their trades. A plumber, carpenter, electrician, coppersmith, machinist or what not, skilled in his trade as practised in civil life, has much to learn before he can efficiently ply his trade on board a naval vessel. Prior to the European War, artisan recruits were trained in the naval trade schools maintained for this purpose. These schools were at once expanded as far as conditions permitted, but with the enormously increased demand the schools could not be made large enough to supply the re quirements if the entire course of training were conducted in such schools. In conjunction with the establishment of the Students' Army Train ing corps by the War Department, the Navy Department established naval units in over 90 educational institutions of collegiate grade. The object of these naval units is to extend to ambitious students the opportunity to continue their education along the usual channels, at the same time electing special naval subjects. In addition, the student is under constant super vision and receives military drills and instruc tion.
At the naval training station, Great Lakes, Ill., is maintained one regiment of about 4,000 men, known as the public works regiment. The officers and petty officers are men of excep tional engineering knowledge or practical abil ity, and the regunent is so organized that a i complete force of any required size, with its engineer officers, foremen, expert mechanics, journeymen and helpers can be muddy as sembled as a unit and sent anywhere to under take emergency construction or repair work involving structural steel erection, woodwork, masonry work with all pipe fitting, plumbing, electrical and similar accessories. Drafts from this regiment are replaced by recruits who are kept in training, both practical and bookwork, to increase their knowledge of their trade. At New London is a ship salvage organization officered by professionals in this line of work, at which men are trained and organized into salvage crews. This is in itself a training school for a wide variety of trades, including diving and the handling of high explosives.
For the benefit of men who enter the navy with some knowledgeof or experience in a trade, or special vocation, the navy maintains trade-schools as follows: The Navy Electrical School for the instruction of electricians, both general and radio; the Artificer School for ship wrights, shipfitters, carpenters, blacksmiths, painters, etc.; the Yeoman School for stenog raphers, typewriters and bookkeepers; the Com missary School for cooks, bakers and com missary-stewards; the Hospital-Corps Training Schools for the instruction of men in nursing, first-aid, drugs, etc.; the Coppersmith School;
the Machinist School; the Aeronautic School; the Musician School; the School for Diving; the Torpedo School and the class for instruc tion in gasoline engines. Not all of these trade schools are open to men on their first enlist ment. Some, such as the machinist school and the torpedo school, are open only to men of good record upon re-enlistment. All the schools are conducted, however, for the benefit of en listed men of the navy who desire to fit them selves for more responsible duty and better pay. In most instances, the training obtained in these schools will stand the men in good stead in civil life should they decide, after a few enlistments, to remain out of the navy. Former bluejackets, who owe their success to the training they received while in the navy, may be found in nearly every large industry holding enviable positions.
In addition to the practical instruction im parted at the training stations and in the navy trade schools, a course of academic instruction is conducted throughout the naval service. Every recruit is examined as to his educational needs and, if he is deficient in any common school studies, he is assigned to such classes as will supply the education he lacks. The ac ademic instruction does not stop at the training stations, but continues on board ship; and if a young man shows a willingness to advance himself, he is given every encouragement and is afforded an opportunity to demonstrate his ability.
England.— Made up of diverse elements, the English system of naval education has a certain unity throughout, which is due solely to the fact that the whole is practically under one head. Except for the pinnery training and the seamanship, which is Instilled by some process on board ship, the whole training of officers is under the direction of the director of studies at Greenwich. His control does not go so far as the devising of a general plan; that is a matter for the Admiralty. From the time the young man of 12 or 13 passes his ex amination for a cadetship down to his last volunteer course as a captain, through the Britannia, the course afloat, the sublieutenants' collegiate course and the subsequent voluntary studies, his education is under the Admiralty rules, and it is managed with all the wisdom and judgment that the rules will permit. The importance of this single head for the whole system cannot be overestimated. The expedi ents adopted with reference to the higher edu cation of voluntary students and the admirable courses of instruction for officers who have taken up one branch of the service, do much to remedy the inherent defects of the system; and the promotion in two grades by selection excludes the most incompetent officers from positions of great responsibility.